Reliability of Students' Self-Recorded Participation in Class Discussion

Katherine R. Krohn, Lisa N. Foster, Daniel F. McCleary, Kathleen B. Aspiranti, Meagan L. Nalls, Colin C. Quillivan, Cora M. Taylor, Robert L. Williams

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

The study determined whether students' self-recording of their class comments differed from observers' tallies of student comments and specifically whether students overreported their comments when credit was available for participation. In three sections (51-57 students per section) of an undergraduate educational psychology course, participants received a small amount of credit toward their grade for reporting up to two comments per class session in selected course units. Participants self-recorded their comments on a specially designed card on all days set aside for discussion in all units, including the noncredit units. Agreement between participant and observer records of individual participation proved high overall, and students did not overreport their comments under credit conditions.

Original languageEnglish
Pages (from-to)43-45
Number of pages3
JournalTeaching of Psychology
Volume38
Issue number1
DOIs
StatePublished - Jan 2011

Keywords

  • college students
  • participation
  • reliabilty
  • self-recording

ASJC Scopus subject areas

  • Education
  • General Psychology

Fingerprint

Dive into the research topics of 'Reliability of Students' Self-Recorded Participation in Class Discussion'. Together they form a unique fingerprint.

Cite this